Case Study 2. Planning and Supporting Student Learning in a Seminar Setting at Higher Education in UAL

Background:

In the setting of Higher Education at UAL, seminars provide a platform for interactive and collaborative learning experiences and help build on the direct learning format of a formal Lecture. However, a challenge arises in effectively planning for and supporting student learning within this context, particularly in developing active participation, signposting self-learning, and cultivating a sense of belonging among students (Tinto, 2017). Seminars should be more student led and give an open forum for them to learn and interact compared to the lecture setting.

Evaluation:

Current strategies for addressing these challenges involve setting ground rules at the beginning of each seminar to establish expectations for student behaviour and participation. Additionally, incorporating interactive activities, group discussions, and peer-to-peer learning opportunities helps to promote student engagement and participation (Brookfield & Preskill, 2016). However, challenges persist in ensuring that all students feel included and valued within the seminar setting.

Moving Forward:

Drawing from various sources, including literature, observations of peers, and personal experience, several strategies can enhance the planning and support of student learning in seminar settings:

  1. Clear Communication: Providing clear instructions and objectives for each seminar session, along with advance reading materials, helps students prepare and actively participate in discussions. Also considering communication and signposting for continued learning after the session in the form of clear self-study tasks.
  2. Active Learning Techniques: Incorporating active learning techniques, such as problem-solving exercises, case studies, and role-playing activities, promotes student engagement and critical thinking skills (Chick, Haynie, & Gurung, 2012). It can also help to bring to life academic theory and put things in a real world setting that can help students identify with. Even aspire to learn more in their own time.
  3. Feedback Mechanisms: Implementing regular feedback mechanisms, such as anonymous surveys or peer evaluations, allows students to provide input on their learning experiences and offers opportunities for continuous improvement. This can link well with point 4 and the use of tools such as Padlet & Slido to allow another method of anonymity participation for students to feel comfortable interacting how they choose.
  4. Technology Integration: Utilising online platforms and tools, such as discussion forums or collaborative documents like Padlet or Miro, facilitates communication and knowledge sharing among students, both during and outside of seminar sessions. It can help continued learning and even join up seminar sessions over several weeks in a seamless manor.

Reflection:

Through experimentation with some of these strategies, successes and limitations have been observed. Active learning techniques and technology integration have proven effective in enhancing student engagement and participation. However, challenges remain in ensuring fair participation and developing a sense of belonging among all students, particularly those from diverse backgrounds. For example, it cannot be assumed all students have access or knowledge of online platforms. Language barriers can divide a class or the speed in which engagement and participation will happen.

Moving forward, a continued focus on refining and adapting these practices based on student feedback and reflection will be essential. This reflection underlines the importance of planning and creating inclusive learning environments in a seminar setting where all students feel valued and supported in their academic journey.

References:

Brookfield, S. D., & Preskill, S. (2016). The discussion book: 50 great ways to get people talking. John Wiley & Sons.

Chick, N. L., Haynie, A., & Gurung, R. A. (2012). Exploring more signature pedagogies: Approaches to teaching disciplinary habits of mind. Stylus Publishing, LLC.

Tinto, V. (2017). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

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Case Study 1 – Navigating Diversity: Evidence-Informed Approaches in Teaching a Diverse Cohort of 100 Students

Background:

Within the BA (Hons) Fashion Buying & Merchandising degree at UAL, I have the privilege of teaching one of the largest student cohorts at UAL. In this dynamic landscape of teaching in a higher education course I have been confronted with the challenge of catering to the diverse needs of up to 100 students.

Evaluation:

The pedagogical challenge I have found with teaching these numbers is a rich tapestry of cultural, social, and academic diversity. Students are not only diverse in terms of cultural backgrounds but also brought a spectrum of academic preparedness and learning styles to the classroom. Recognizing the imperative for evidence-informed approaches, I aim to embark on a mission to create an inclusive learning environment that responds effectively to the unique needs of each student. My objective is to implement evidence-informed strategies that would not only acknowledge this diversity but also harness it for the collective benefit of the student body.

Moving Forward:

1. Pre-Assessment and Learning Styles Analysis (Biggs & Tang, 2011):

To understand the unique needs of the student cohort, I could create a form of formative pre-assessment phase such as a quiz to gain valuable insights into individual strengths and challenges across the cohort at the start of the course. This data could then lay the groundwork for a tailored approach to my instruction, acknowledging the diversity in academic preparedness and learning preferences.

2. Time Constraints (Biggs & Tang, 2011):

I will consider efficient time management. This is paramount when dealing with a sizable student cohort. How best to optimize class hours, exploring innovative teaching methodologies that balance personalized attention with the constraints of a larger student population.

I could also achieve this through helping to refine organizational processes, exploring technology solutions, and leveraging support services to streamline logistics and enhance efficiency within my teaching methods.

3. Culturally Responsive Teaching (Gay, 2010):

Acknowledging the multicultural nature of the student body, I will integrate even more diverse perspectives and examples into the curriculum and teaching materials. This approach will not only aim to enrich the learning experience but also to create an inclusive environment where students from different cultural backgrounds felt seen and valued. This may then positively impacted student motivation and connection to the subject matter. I may also consider involving more diversity in the lecturers or guest lecturers I use throughout my units so that students have exposure to a wide range of teaching styles and knowledge.

4. Overcoming Bias and Stereotypes (Gay, 2010):

Recognizing the need for continuous efforts to address biases and stereotypes, I am committed to ongoing professional development around this subject. This will ensure I and my teaching team remain vigilant in creating an unbiased and inclusive learning environment, fostering a culture of respect and understanding across the wide student cohort.

Conclusion

In conclusion, the case study demonstrates the successful implementation of evidence-informed approaches to meet the diverse needs of a higher education student cohort in the UK. Challenges identified will be addressed through continuous refinement and enhancement of inclusive teaching practices, ensuring a more enriching educational experience for all students.

References:

1.           Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill Education.

2.           Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.

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Blog Post 4. Reflecting on Theories, Policies, and Practices: A Journey in Academic Teaching

Embarking on the journey of studying Theories, Policies, and Practices Unit as part of my PGCert in Academic Teaching at Higher Education at UAL has been a transformative experience. This unit has provided me with a rich foundation of knowledge and insights that have profoundly influenced my understanding of pedagogy and educational practices. The Key highlights for this unit were:

  1. Workshop Reflection: The workshop on Learning Outcomes in Art & Design was a pivotal moment in my learning journey. Engaging in discussions and activities surrounding outcome-based learning design opened my eyes to the importance of clearly articulating learning objectives and aligning them with student learning outcomes. It highlighted the need for flexibility and adaptability in designing curriculum and assessments that cater to diverse student needs and learning styles.
  2. Micro Teaching Session: Conducting a micro teaching session provided me with a hands-on opportunity to apply the concepts and principles learned in the unit. It allowed me to experiment with different teaching strategies and techniques, while also receiving constructive feedback from my peers and tutor. This experience was invaluable in refining my teaching practice and enhancing my confidence as an educator.
  3. Teaching Observations: Being observed by both my peers and my tutor provided valuable insights into my teaching strengths and areas for improvement. It allowed me to reflect on my teaching style, classroom management skills, and ability to engage students effectively. The feedback received during these observations was instrumental in shaping my approach to teaching and guiding my professional development as an educator.
  4. Learning to Write Blog Posts: Learning to write reflective blog posts has been an essential component of my journey in this unit. Through practice and guidance, I have honed my skills in articulating my thoughts and reflections in a coherent and engaging manner. Writing blog posts has enabled me to critically reflect on my learning experiences, share insights with my peers, and contribute to meaningful discussions in the academic community.
  5. Writing Case Studies: Additionally, learning to write case studies has provided me with a valuable tool for documenting and analysing educational practices and experiences. By writing case studies, I have been able to explore real-life scenarios, identify challenges and opportunities, and propose effective strategies for addressing them. This process has deepened my understanding of pedagogical concepts and enhanced my ability to apply theoretical knowledge to practical teaching contexts.

In conclusion, studying Theories, Policies, and Practices has been an enriching and rewarding experience. I am grateful for the opportunity to engage with such thought-provoking content and to collaborate with my peers in exploring innovative approaches to academic teaching. As I look to the future, I am excited to apply the knowledge and insights gained from this unit in my teaching practice, striving to create inclusive, engaging, and student-centred learning environments that empower learners to thrive.

Through reflection on my journey in this unit, I am reminded of the importance of embracing lifelong learning with returning to studying myself and remaining open to new ideas and perspectives. I am confident that the lessons learned from studying this unit will continue to inform and inspire my practice as an educator, guiding me to make a positive impact in the lives of my students.

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Blog Post 3. Exploring Assessment Patterns in Higher Education

Today, during a class workshop for my PGCert in Higher Education at UAL, we delved into the concept of ‘Assessment Patterns’ as discussed in Mark Russell’s 2010 article. Which I had chosen as my preworkshop reading. The workshop sparked a lively debate in our small breakout group of four, including myself, on the significance of varied assessment stakes and feedback in enhancing student learning experiences.

I chose to focus on Assessment Patterns for this workshop because I believe in the importance of interconnected learning experiences that mirror real-world industry practices. The idea that all learnings should interlink to further develop both individuals and organisations resonated with me. What intrigued me the most was the emphasis on the need for diverse assessment stakes, timings, and feedback to cater to different learning styles and paces. This approach not only fosters a fairer learning environment but also promotes holistic development.

During the workshop debate, we discussed the implications of Assessment Patterns on student workload distribution and the integrative nature of learning across modules. The group consensus was on the vital role of feedback and interconnectedness between modules in helping students recognise the relationships between different subjects. This discussion inspired us to collaborate more closely in future to provide a more cohesive learning experience for both us and our students.

The workshop and subsequent group breakout have inspired me to explore ways to incorporate similar strategies in educational settings to promote this holistic learning experience. I am motivated to work closely with my colleagues to create a more integrated learning environment that supports students in making connections between different educational units. Additionally, the discussion on technology’s role in facilitating cross-module learning has encouraged me to investigate how digital tools can enhance the assessment and feedback process further. Tools that promote collaboration, communication, and integration of knowledge across different subjects. Some technologies that could help include:

  1. Learning Management Systems such as OAT & Moodle used in UAL: can centralize course materials, assignments, and discussions from multiple modules, making it easier for students to access and engage with content across different subjects.
  2. Online Collaboration Tools: Tools like Microsoft Teams, Google Workspace, or Slack can enable students to collaborate on projects, share resources, and communicate effectively with peers and instructors across Units.
  3. Virtual Classrooms and Webinars: Virtual classrooms and webinars through tools like Collaborate can bring together students and instructors from different modules for interactive sessions, guest lectures, and discussions, fostering a sense of community and shared learning experiences. (Lee & Wang, 2020)
  4. E-Portfolios: E-portfolios could allow students to showcase their work, reflect on their learning across modules, and make connections between different subjects, promoting a holistic understanding of their academic journey in one place. (Smith and Johnson, 2018)
  5. Data Analytics and Learning Analytics: Utilising data analytics and learning analytics tools could help tutors track student progress, identify learning gaps, and provide personalised feedback and support tailored to individual student needs across modules.

In conclusion, the workshop on Assessment Patterns has not only broadened my perspective on student assessment but has also ignited a drive for creating a more interconnected and engaging learning environment in my teaching. While reflecting on the insightful workshop experience and the impact of Assessment Patterns on student learning, highlighting the importance of feedback, interconnectedness, and technology in enhancing educational practices.

Lee, S., & Wang, H. (2020). “Enhancing Cross-Disciplinary Learning Through Online Collaboration Tools.” International Journal of Educational Technology in Higher Education.

Russell, M (2010) ”Assessment Patterns” University of Hertfordshire.

Smith, J., & Johnson, A. (2018). “Integrating Technology in Higher Education: A Review of Faculty Self-Perceptions.” Journal of Educational Technology & Society.

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Blog Post 2. Navigating Learning Outcomes in Art & Design: A Personal Reflection

As I continue my journey in pursuing a PGCert in Higher Education at UAL, I recently had the opportunity to participate in a thought-provoking class workshop focused on the use of Learning Outcomes in Art & Design. This workshop, accompanied by a small group debate, has inspired me to reflect on the integration of outcome-based learning design within creative disciplines.

The workshop commenced with an exploration of the significance of Learning Outcomes in the context of Art & Design education. As someone that lectures students in this field, I recognised the importance of articulating clear learning objectives that guide both teaching and assessment practices while allowing room for creativity and artistic expression. This session emphasised the need for alignment between learning outcomes and the unique nature of creative processes.

During the workshop, our small group, comprising four individuals including myself, engaged in a dynamic debate on the benefits & opportunities, challenges & limitations of outcome-based learning design in Art & Design. The discussion was enriching, with each member bringing diverse perspectives and insights. I had also read an article ‘Learning Outcomes and assessment criteria in art and design. What’s the recurring problem’ (Davies, 2012) that gave me a platform to develop my own thoughts and opinions.

In our debate, we explored the benefits and opportunities associated with outcome-based learning design. We discussed how clear learning outcomes can enhance student engagement and motivation by providing a roadmap for their artistic journey. Additionally, we explored the potential for learning outcomes to empower students to take ownership of their learning and set ambitious goals, thereby fostering creativity and innovation.

However, alongside the enthusiasm for outcome-based learning design, we also acknowledged several challenges and limitations. We wrestled with the concerns between articulating measurable outcomes and allowing space for unexpected discoveries often found in artistic endeavours. Balancing the specific nature of learning outcomes with the fluidity of creative processes emerged as a central concern. I have included a screen shot from our group debate in this blog below.

This workshop and debate served as a catalyst for personal reflection. I found myself contemplating how I can effectively integrate learning outcomes into my pedagogical approach while preserving the essence of artistic exploration. It reinforced the importance of flexibility and adaptability in navigating the complexities of Art & Design education within the framework of outcome-based learning design.

In conclusion, the class workshop on Learning Outcomes in Art & Design, coupled with the small group debate, offered valuable insights and opportunities for growth as an educator. It prompted critical reflection on the joining of pedagogy and creative disciplines, challenging me to consider a balance between structure and spontaneity in student learning and artistic development.

Miro Board for group debate on Learning Outcomes discussed above

References:

Davies, M (2012). ‘’Learning Outcomes and assessment criteria in art and design. What’s the recurring problem’’ BrightONLINE Student Literary Journal.

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A Reflection on a Transformative Micro Teaching Session

My recent session for my PGCert in Academic Practice saw me facilitate a micro teaching session centred around object-based learning, the experience would not only challenge my instructional skills but also ignite a newfound appreciation for the power of creativity and storytelling in remote collaboration.

The session began with a sense of anticipation having not run a session like this online I was a little nervous of the unknown. I introduced the concept of object-based learning to my participants, with a chance to select an everyday object for the activity with only simple instructions. We then delved into the idea of creativity through storytelling, aiming to explore diverse perspectives and foster meaningful connections despite the virtual barriers that separated us.

The objects participants chose to focus on were wide ranging from a simple magnifying glass, mittens, even a sculpted snack wrapper! Each with its unassuming appearance but hiding all sorts of creative possibilities within. As I guided my participants through the various stages of the activity, from object exploration to individual storytelling using their chosen object, I witnessed a transformation in the group. The group relaxed, discussed and engaged with each other’s stories.

One of the most rewarding aspects of the session was the feedback I received from my participants. They expressed appreciation for the interactive nature of the activity, noting how it sparked their creativity and encouraged them to think outside the box. One participant remarked, “Very encouraging open style of student engagement, gained a sense of the group and by sharing stories we understood a little about each person”.

It also seemed a good session to start the morning with. One participant suggesting ‘’your micro teach was a great icebreaker and allowed us to get to know one another’’.

However, the session was not without its challenges. One participant did challenge me to explain what I meant further when it came to identifying similarities between each other’s stories, but I enjoyed the difference of opinion and used it as a chance to engage with more participants through a discussion.

Reflecting on the experience, I note some of the lessons I learned. Firstly, I gained a deeper understanding of the transformative power of creativity and storytelling in breaking down barriers and which can lead to improved communication. Storytelling has the unique ability to bridge gaps and forge connections, transcending physical boundaries.

Secondly, I discovered the immense value of feedback in the learning process. By requesting feedback from my participants and incorporating their insights into my teaching practice, I am able to refine my approach and create a more engaging and impactful learning experience for everyone involved in the future.

In conclusion, the micro teaching session was a journey of self-discovery and growth, challenging me to push beyond my comfort zone and embrace the limitless potential of creativity and collaboration. I went from my early nerves to feeling confident after the positive feedback I received. As I continue my teaching journey, I carry with me the lessons learned from this experience, inspired to encourage a culture of creativity and innovation in all my future endeavours.

My eager participants engaging in a micro teach session through object based learning in a virtual world!
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Blog Post 1. My reflective Journey through the PgCert in Academic Practice in Art, Design at UAL

Having recently left the corporate retail fashion industry behind to pursue a career in teaching it instead; this blog is personal reflective journey of the first Unit on my PgCert qualification in Academic Practice in Art, Design. Focusing on Communication Theories, Policies & Practices. I expect to be challenged by this course and leave my comfort zone but take each session at a time, with an aim to develop my skill as an educator throughout the process.

My first standout challenge came in Workshop 1 (January 10th) which came in the form of interpreting academic reading set as a pre workshop task. My first reading ‘The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and higher education’ by Willcocks, Judy and Mahon, Kieran (2023), I found overwhelming at first, with new concepts, language, and a writing style I am unfamiliar with compared to my industry experience. With guidance I soon found that although the concept seemed complicated when breaking down the text into manageable chunks and open discussion with my piers the concept dealt with was not as complex as at first glance. I take forward from this to encourage students to share and discuss even when unsure of content.

I have participated in 2 workshops and my first 1 to 1 tutorial, all conducted online. I had opted for this format to fit around my work and family commitments but felt unsure how engaged I would be being taught remotely. I also find this digital concept particularly interesting and relevant for my own professional development with any online teaching I may take on. The sessions made up of tutor led learning overview, peer breakout groups, interactive learning activities all keeping the pace and energy moving and so found myself thoroughly engaged with the subjects such as ‘Social Injustice’ in HE covered in Workshop 1, ‘Embracing the Silence’ (Harris, 2022) reading or the Charismatic Lecture discussion in Workshop 2.

However, one item stood out for me in these sessions; a software application known as Miro (www.miro.com), allowing all peers and tutors to interact, post ideas, work together or in selected groups on specific tasks all in one place. This managed to bring the sessions to life and really interact with those around me even though we were not face-to-face. It’s an application I will be sure to explore further in this course but also plan to introduce digitally and face to face in my own professional teaching practice as HE Lecturer. I believe tools such as this will help breakdown barriers with students of both introvert and extrovert disposition.

So far the course has challenged me, so exceeding my initial expectations and I look forward with anticipation for future workshops and plan to continue integrating the learnings into my teaching practice.

References:

Harris, K. (2022). ‘’Embracing the Silence’’. Spark UAL: Creative Teaching and Learning Journal

Willcocks, J and Mahon, K (2023). ‘’The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and higher education’’ Art, Design & Communication in Higher Education Volume 22 Number 2.

http://www.Miro.com (2024) (accessed: 10 January 2024)

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